Fifth Grade Standards Language Arts God gave His message in written form, the Bible. Literary Reading

SS5G1 The student will locate important places in the United States.

SS5G1a. Locate important physical features; include the Grand Canyon, Salton Sea, Great Salt Lake, and the Mojave Desert.

SS5G1b. Locate important man-made places; include the Chisholm Trail; Pittsburgh, PA; Gettysburg, PA; Kitty Hawk, NC; Pearl Harbor, HI; and Montgomery, AL.

SS5G2 The student will explain the reasons for the spatial patterns of economic activities.

SS5G2a. Identify and explain the factors influencing industrial location in the United States after the Civil War.

SS5G2b. Define, map, and explain the dispersion of the primary economic activities within the United States since the turn of the century.

SS5G2c. Map and explain how the dispersion of global economic activities contributed to the United States emerging from World War I as a world power.

SS5CG1 The student will explain how a citizen’s rights are protected under the U.S. Constitution.

SS5CG1a. Explain the responsibilities of a citizen.

SS5CG1b. Explain the freedoms granted by the Bill of Rights.

SS5CG1c. Explain the concept of due process of law.

SS5CG1d. Describe how the Constitution protects a citizen’s rights by due process.

SS5CG2 The student will explain the process by which amendments to the U.S. Constitution are made.

SS5CG2a. Explain the amendment process outlined in the Constitution.

SS5CG2b. Describe the purpose for the amendment process.

SS5CG3 The student will explain how amendments to the U. S. Constitution have maintained a representative democracy.

SS5CG3a. Explain the purpose of the 12th and 17th amendments.

SS5CG3b. Explain how voting rights were protected by the 15th, 19th, 23rd, 24th, and 26th amendments.

SS5CG4 The student will explain the meaning of “e pluribus unum” and the reason it is the motto of the United States. Psalm 133:1 How good and pleasant it is when brothers live together in unity.
Economic Understandings

SS5E1 The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.

SS5E1a. Describe opportunity costs and their relationship to decision-making across time (such as decisions to remain unengaged at the beginning of World War II in Europe)

SS5E1b. Explain how price incentives affect people’s behavior and choices (such as monetary policy during the Great Depression).

SS5E1c. Describe how specialization improves standards of living, (such as how specific economies in the north and south developed at the beginning of the 20th century).

SS5E1d. Explain how voluntary exchange helps both buyers and sellers (such as among the G8 countries)

SS5E1e. Describe how trade promotes economic activity (such as trade activities today under NAFTA).

SS5E1f. Give examples of technological advancements and their impact on business productivity during the development of the United States

SS5E2 The student will describe the functions of the three major institutions in the U. S. economy in each era of United States history.

SS5E2a. Describe the private business function in producing goods and services.

SS5E2b. Describe the bank function in providing checking accounts, savings accounts, and loans.

SS5E2c. Describe the government function in taxation and providing certain goods and services.

SS5E3 The student will describe how consumers and businesses interact in the United States economy across time.

SS5E3a. Describe how competition, markets, and prices influence people’s behavior.

SS5E3b. Describe how people earn income by selling their labor to businesses.

SS5E3c. Describe how entrepreneurs take risks to develop new goods and services to start a business.

SS5E4 The student will identify the elements of a personal budget and explain why personal spending and saving decisions are important.
Historical People of Influence

SS5H1 Be able to identify the biblical importance and Christian influence of the following:

SS5H1a. Dwight L. Moody

SS5H1b. E.M. Bounds

SS5H1c. Corrie Ten Boom

SS5H1d. Billy Graham

S5CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

S5CS1a. Keep records of investigations and observations and do not alter the records later.

S5CS1b. Carefully distinguish observations from ideas and speculation about those observations.

S5CS1c. Offer reasons for findings and consider reasons suggested by others.

S5CS1d. Take responsibility for understanding the importance of being safety conscious.

S5CS1e. Ask questions as Jesus did. Luke 2:46 After three days they found Him in the temple courts, sitting among the teachers, listening to them and asking them questions.

S5CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.

S5CS2a. Add, subtract, multiply, and divide whole numbers mentally, on paper, and with a calculator.

S5CS2b. Use fractions and decimals, and translate between decimals and commonly encountered fractions – halves, thirds, fourths, fifths, tenths, and hundredths (but not sixths, sevenths, and so on) – in scientific calculations.

S5CS2c. Judge whether measurements and computations of quantities, such as length, area, volume, weight, or time, are reasonable answers to scientific problems by comparing them to typical values.

S5CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.

S5CS3a. Choose appropriate common materials for making simple mechanical constructions and repairing things.

S5CS3b. Measure and mix dry and liquid materials in prescribed amounts, exercising reasonable safety.

S5CS3c. Use computers, cameras and recording devices for capturing information.

S5CS3d. Identify and practice accepted safety procedures in manipulating science materials and equipment.

S5CS4. Students will use ideas of system, model, change, and scale in exploring scientific and technological matters.

S5CS4a. Observe and describe how parts influence one another in things with many parts.

S5CS4b. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, and stories to represent corresponding features of objects, events, and processes in the real world. Identify ways in which the representations do not match their original counterparts.

S5CS4c. Identify patterns of change in things—such as steady, repetitive, or irregular change—using records, tables, or graphs of measurements where appropriate.

S5CS4d. Identify the biggest and the smallest possible values of something.

S5CS5. Students will communicate scientific ideas and activities clearly.

S5CS5a. Write instructions that others can follow in carrying out a scientific procedure.

S5CS5b. Make sketches to aid in explaining scientific procedures or ideas.

S5CS5c. Use numerical data in describing and comparing objects and events.

S5CS5d. Locate scientific information in reference books, back issues of newspapers and magazines, CD-ROMs, and computer databases

S5CS6. Students will question scientific claims and arguments effectively.

S5CS6a. Support statements with facts found in books, articles, and databases, and identify the sources used.

S5CS6b. Identify when comparisons might not be fair because some conditions are different.
The Nature of Science

S5CS7. Students will be familiar with the character of scientific knowledge and how it is achieved.

S5CS7a. Similar scientific investigations seldom produce exactly the same results, which may differ due to unexpected differences in whatever is being investigated, unrecognized differences in the methods or circumstances of the investigation, or observational uncertainties.

S5CS7b. Some scientific knowledge is very old and yet is still applicable today

S5CS8. Students will understand important features of the process of scientific inquiry.

S5CS8a. Scientific investigations may take many different forms, including observing what things are like or what is happening somewhere, collecting specimens for analysis, and doing experiments.

S5CS8b. Clear and active communication is an essential part of doing science. It enables scientists to inform others about their work, expose their ideas to criticism by other scientists, and stay informed about scientific discoveries around the world.

S5CS8c. Scientists use technology to increase their power to observe things and to measure and compare things accurately.

S5CS8d. Science involves many different kinds of work and engages men and women of all ages and backgrounds.
Earth Science

S5E1. Students will identify surface features of the Earth caused by constructive and destructive processes.

S5E1a. Identify surface features caused by constructive processes.

• Deposition (Deltas, sand dunes, etc.)

• Earthquakes

• Volcanoes

• Faults

S5E1b. Identify and find examples of surface features caused by destructive processes.

• Erosion (water—rivers and oceans, wind)

• Weathering

• Impact of organisms

• Earthquake

• Volcano

S5E1c. Relate the role of technology and human intervention in the control of constructive and destructive processes.

Examples include, but are not limited to,

• seismological studies,

• flood control, (dams, levees, storm drain management, etc.)

• beach reclamation (Georgia coastal islands)

S5E1d. Relate these processes to the mighty works of our sovereign God. Deuteronomy 3:24 Oh Sovereign Lord, You have begun to show to your servant your greatness and your strong hand. For what god is there in heaven or earth who can do the deeds and mighty works you do?

Sample Tasks:

A) Draw a before and after picture and label an example of a constructive force and a destructive force showing the effects of the forces.

B) Make a model of constructive processes to explain the cause and effect of these forces and to demonstrate how these processes build up the earth. Models could include examples of

volcanoes, faults, earthquakes, and/or deposition. Models can be produced individually or in small groups.

C) Produce or obtain a brochure about some of the landforms (surface features) of Georgia that are examples of a constructive force. Explain why these are called constructive forces according to how the constructive force changed the surface of the earth.

D) Make a model of destructive processes to explain the cause and effect of these forces and to demonstrate how these processes break down the earth. For example, put sand at the top of a paint tray. Pour water over the sand or blow over the sand through a straw to show erosion.

Wear goggles to protect eyes when blowing sand. Generate waves of water to show beach erosion. Repeat the activity using sod, or soil with pine straw over it. Write down your conclusions based on your observations.

E) Produce a presentation to explain the cause and effect of destructive processes. Research landforms of Georgia to locate any examples of these destructive forces. Explain why these are called destructive forces according to what happens to the earth.

F) Categorize a minimum of five major Georgia landforms formed by either constructive, destructive or a combination of both. Mark the locations on a map of Georgia and color-key them. Explain your conclusions based on your observations. (Fifth graders have learned major landforms in third grade social studies and will now use what they know to determine the processes forming the landforms in Georgia*.)

G) Choose a convenient location for observation throughout the year. A plot on the playground is a good location to show the effects of human impact. Map the area and color key the map to show where there are organisms, landforms, and evidence of erosion, weathering, etc.

H) Document periodically on one of the class maps events providing evidence of the effects of constructive and destructive forces in Georgia. Events include major storms, tremors, drought, etc. Evidence includes media reports of an event, observation, weather reports, interviews, etc.

At the end of the year, write an article about how your area is changing, what processes cause the most change, and how your area could deal with the changes.

S5P1. Students will verify that an object is the sum of its parts.

S5P1a. Demonstrate that the mass of an object is equal to the sum of its parts by manipulating and measuring different objects made of various parts.

S5P1b. Investigate how common items have parts that are too small to be seen without magnification.

A) Gather different kinds of assembled toys that can be taken apart and reassembled such as Legos, jigsaw puzzles, Lincoln logs, model cars, etc. Weigh the assembled toy and record the measurements. Take the toy apart and weigh all of the parts, record the measurements and add them. Compare with the weight of the whole toy. Reassemble the toy and weigh the parts again. Draw conclusions about the sum of the weight of the parts and the whole toy.

Apply this knowledge to what happens to a toy when it is taken apart and to a mixture when it is separated. Test to see if this is true of mixtures. Apply your thinking to packaging materials for shipment and total costs of package, tape, and materials shipped.

B) Use a magnifier such as a hand lens or microscope to observe items such as soil particles, salt and sugar crystals, pond water, etc. Sketch what you see. Compare your sketches to other students’ sketches. Discuss and explain similarities and differences.

C) Identify the difference between synthetic materials and natural materials, such as a synthetic sponge and a sea sponge. Explain what magnification shows about the differences by sketching what you see through a magnifier.

*Some Georgia landforms include

Stone Mountain Emerson Fault Tallulah Falls

Providence Canyon Appalachian Mountains Soapstone Ridge

Fall Line Sand Mountain lime sinks

Okefenokee Swamp Pine Mountain Altmaha River system

Barrier islands Amicalola Falls Cohutta Mountains

Beaches Brasstown Bald Brevard fault zone

Cumberland Plateau Lookout Mountain Trail Ridge

Blue Ridge Mountains Chattahoochee River

Georgia Department of Education

D) Explain how magnification has changed what scientists could do historically and how improvements to magnification can help scientists in the future.

E) Research ways scientists use magnification to solve problems.
S5P2. Students will explain the difference between a physical change and a chemical change.

S5P2a. Investigate physical changes by separating mixtures and manipulating (cutting, tearing, folding) paper to demonstrate examples of physical change.

S5P2b. Recognize that the changes in state of water (water vapor/steam, liquid, ice) are due to temperature differences and are examples of physical change.

S5P2c. Understand that God is responsible for such changes. Job 37:10 The breath of God produces ice, and the broad waters become frozen.

S5P2d. Investigate the properties of a substance before, during, and after a chemical reaction to find evidence of change.

Sample Tasks:

A. Separate mixtures such as salads, iron filings and sand, evaporation of water from a salt water solution, separating inks and food colors using paper chromatography, and filtering a pepper and water mixture by pouring it through a paper towel or coffee filter.

B. Compare and contrast the physical attributes of a sample before and after a physical change.

Explain what you have found out about physical changes.

C. Here are some examples of chemical reactions: oxidation such as rusting iron filings or an iron nail, oxidation of apple slices, oxidation of potato slices, oxidation of banana slices, combining vinegar and baking soda, Effervescent tablet in water, cooking food such as an egg, compost and decaying matter, chewing a piece of cracker, etc. Choose one. Record the materials used, and observations of the materials before, during and after the reaction.

D. Observations could include:

Temperature change

Gas given off (Hint: collect gas in a balloon fastened over the container or combine ingredients in an airtight bag.) PH (acidic, neutral, and basic)

Measurement

Physical attributes such as color, texture, odor, etc.

E. An example of a chemical change experiment: Separately weigh the following materials: soda bottle, balloon, 1 tablespoon of baking soda, and one table spoon of vinegar. Find the sum of the weights. Put the vinegar in the soda bottle. Put the baking soda in the balloon.

Carefully place the balloon over the mouth of the soda bottle. Spill the baking soda into the vinegar to see the chemical reaction. Do not take the balloon off the bottle to weigh the end product. You can repeat the experiment to collect additional information on temperature change, pH differences, differences in physical attributes, etc.

F. Explain by producing a chart or graphic organizer of how materials can change physically and chemically and how you can tell the difference.

S5P3. Students will investigate the electricity, magnetism and their relationship.

S5P3a. Investigate static electricity.

S5P3b. Determine the necessary components for completing an electric circuit.

S5P3c. Investigate common materials to determine if they are insulators or conductors of electricity.

S5P3d. Compare a bar magnet to an electromagnet.

A. Investigate static electricity and its relationship to magnetism. Demonstrate static electricity to show attraction and repulsion. To charge a balloon, rub the balloon in your hair or rub it with a paper towel. See if it will attract common materials by holding it close to items such as the hair on your arm, pieces of paper, thread, salt, aluminum foil, paper clips, tissue, etc.

Record if and how the objects you tested are affected.

B. Investigate attraction and repulsion by using two charged balloons. Tie each with a string and bring them close to each other. Note the effects. Put your hand or a piece of paper between the charged balloons. Relate what you observe to what you know about magnetic forces. Charge a balloon with rice cereal inside. What happens to the rice when you put your hand on the outside of the balloon? Compare and contrast how static electricity is similar to or different from magnetic force.

C. Try other materials to investigate static electricity such as plastic wrap rubbed with a paper towel, a plastic comb combed through your hair, etc. Scuff your shoes on the carpet and touch something metal like a door knob. Try charging the balloon, towel or comb with a piece of nylon or wool. Record what happens. Hold a charged comb next to a trickle of water from a faucet. What happens? Produce a poster of the effects of static electricity on common objects.

D. Research the relationship between static electricity and lightning.

E. Build an electromagnet and use it to demonstrate how a material that has been electrically charged pulls on other materials. Use insulated wire to coil around an iron nail several times.

Connect each end of the wire to the two ends of a 1.5 volt battery. Test a variety of materials to determine the kind of materials attracted or not attracted by an electromagnet. Increase ordecrease the number of coils and note the resulting force. Explain how the construction of an electromagnet links magnetism and electricity.

F. Research how to build a simple motor using wire and a magnet. OR Interview an appliance repairman or auto mechanic about the magnets in the motors they repair. Use what you find out to explain the role a magnet plays in producing the energy.

G. Determine the necessary components for completing an electric circuit. Try different ways using two wires, a small (1.5 Volt) bulb, and a battery (D cell or C cell). Try different ways to get the light bulb to light. Design and diagram an electric circuit with an energy source (such as a battery), wires, and light bulb. Test other designs to see which ones light the bulb.

Modify designs that did not light the bulb and explain what modifications were necessary for the bulb to light. Compare your designs with others in the class.

H. Extend your understanding by trying more than one battery, additional wires or bulbs. Make a display of designs that work. Include your observations and conclusions about differences in the brightness of the bulb.

I. Use an electric circuit to test different common materials to see if they conduct electricity.

For example, make a complete circuit that lights a bulb. Put an object (a square of aluminum foil, a penny, a pencil eraser, a plastic tab, or a paper clip, etc.) between one of the wires and the bulb. If the object is a conductor, the bulb will still light. Gather several objects and predict whether they are conductors of electricity or insulators. Test using a basic circuit to see if your predictions are correct. Draw a conclusion about the attributes of a conductor or an insulator.

J. Generate a list of other electric circuits and uses for current electricity in your home and classroom. Compare their design with the design you used.

K. Use batteries, wires and selected devices (like a flashlight bulb or buzzer) to make an electric circuit to produce light, heat and/or sound.

L. Interview people to find out how the use of electricity has changed over time.

M. Recall a time you had to live without electricity such as when you were camping, a storm caused a power failure, a fuse blew, or a circuit breaker tripped. Write a story about the experience.

N. Produce a list of rules for being safe with electricity and consequences of carelessness when using electricity. In small groups make a presentation of your rules such as a poster, Power Point, video, or brochure.

O. Invite a guest speaker from your local electric company to talk with the class about electricity and safety (i.e. Power Town).

S5L1. Students will classify organisms into groups and relate how they determined the groups with how and why scientists use classification.

S5L1a. Demonstrate how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal).

S5L1b. Demonstrate how plants are sorted into groups.

S5L1c. Understand that God created these classifications for his purposes. Genesis 1:21 So God created the great creatures of the sea and every living thing with which the water teems, according to their kinds, and every winged bird according to its kind. And God saw that it was good.

Sample Tasks:

A. Use common objects such as peanuts in the shell. Choose one and draw a picture of it or write a description of it. Mix the peanut back in with the others. Try to locate it by using the picture you drew or description you wrote. Explain how it is different from the other peanuts. Note the physical attributes that made recognition more accurate. How did you determine if you retrieved the correct peanut? Make changes to your description or drawing to improve accuracy. With classification of organisms, there is a method for determining accuracy of descriptions. Relate how writing a description of a peanut is what a scientist does when he classifies an organism based on physical attributes. (Note: Any fruits, vegetables, rocks, etc. can be used to do this activity.)

B. Pretend you are the curator of a new display. You must put separate major groups of organisms according to features. Sort pictures or drawings of organisms by physical attributes into groups. Compare and contrast features of each group and explain why you made those choices. Share your grouping strategy with other students. Compare the similarities and differences of how the organisms are grouped by different students.

C. Research how scientists classify organisms into groups. Compare the similarities and differences between how scientists group and how you grouped. Sort the pictures or drawings into categories according to scientific classification of groups. Create a presentation or display that would teach someone how to classify an organism.

Presentations could include multimedia presentation, picture collage, drawing and sketching, diorama, or research report.

S5L2. Students will recognize that offspring can resemble parents in inherited traits and learned behaviors.

S5L2a. Compare and contrast the characteristics of learned behaviors and of inherited traits.

S5L2b. Discuss what a gene is and the role genes play in the transfer of traits.